Accents of Guilt?

Dixon, John; Mahoney, Bérénice; Cocks, Roger

doi:10.1177/02627x02021002004

Cited by 89 publications

(30 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, unlike other kinds of discrimination, we have no statistics for incidences of discrimination because of speech. But there are many case studies and personal accounts (for examples see [1]), and sociophonetic studies continually reveal the likely consequences of discrimination based on the way someone speaks: [23] found speakers with non-standard accents were perceived as guiltier, which could have consequences within court proceedings; [77] found non-standard speakers are less credible in radio advertisements; and [6] found UK teachers with regional accents are being told to sound more 'professional'. The study of non-native accents is more complex although such speakers were judged as less employable, particularly for customer facing roles, in [85].…”

Section: Speech Ideologies Shape People's Experiencesmentioning

confidence: 99%

Voice as a Design Material

Sutton

Foulkes

Kirk

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

While there is a renewed interest in voice user interfaces (VUI) in HCI, little attention has been paid to the design of VUI voice output beyond intelligibility and naturalness. We draw on the ield of sociophonetics-the study of the social factors that inluence the production and perception of speech-to highlight how current VUIs are based on a limited and homogenised set of voice outputs. We argue that current systems do not adequately consider the diversity of peoples' speech, how that diversity represents sociocultural identities, and how voices have the potential to shape user perceptions and experiences. Ultimately, as other technological developments have inluenced the ideologies of language, the voice outputs of VUIs will inluence the ideologies of speech. Based on our argument, we pose three design strategies for VUI voice output designindividualisation, context awareness, and diversiication-to motivate new ways of conceptualising and designing these technologies. CCS CONCEPTS • Human-centered computing → HCI theory, concepts and models; Sound-based input / output.

show abstract

Section: Speech Ideologies Shape People's Experiencesmentioning

confidence: 99%

Voice as a Design Material

Sutton

Foulkes

Kirk

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…In our view, comprehension is the composite of social and linguistic activation. And, phonetic variation that cues unreliability (such as foreign-accents to the ears of many AE listeners) may alter the way one attends to the stimuli (see also Dixon et al, 2002; Gluszek and Dovidio, 2010). It is the age-old question of the chicken and the egg, except that our experimental predictions diverge and the issue can be resolved.…”

Section: Achieving Socially Weighted Encoding: a Dual-route Approachmentioning

confidence: 99%

The socially weighted encoding of spoken words: a dual-route approach to speech perception

et al. 2014

View full text Add to dashboard Cite

Spoken words are highly variable. A single word may never be uttered the same way twice. As listeners, we regularly encounter speakers of different ages, genders, and accents, increasing the amount of variation we face. How listeners understand spoken words as quickly and adeptly as they do despite this variation remains an issue central to linguistic theory. We propose that learned acoustic patterns are mapped simultaneously to linguistic representations and to social representations. In doing so, we illuminate a paradox that results in the literature from, we argue, the focus on representations and the peripheral treatment of word-level phonetic variation. We consider phonetic variation more fully and highlight a growing body of work that is problematic for current theory: words with different pronunciation variants are recognized equally well in immediate processing tasks, while an atypical, infrequent, but socially idealized form is remembered better in the long-term. We suggest that the perception of spoken words is socially weighted, resulting in sparse, but high-resolution clusters of socially idealized episodes that are robust in immediate processing and are more strongly encoded, predicting memory inequality. Our proposal includes a dual-route approach to speech perception in which listeners map acoustic patterns in speech to linguistic and social representations in tandem. This approach makes novel predictions about the extraction of information from the speech signal, and provides a framework with which we can ask new questions. We propose that language comprehension, broadly, results from the integration of both linguistic and social information.

show abstract

“…To illustrate, consider findings suggesting that a foreign accent decreases a speaker's credibility (Dragojevic & Giles, 2016;Lev-Ari & Keysar, 2010). Such a decrease of credibility has been attributed to the impact of stereotypes and prejudice (Dixon, Mahoney, & Cocks, 2002). foreign accent on credibility.…”

Section: Fluency In Social Interactionmentioning

confidence: 99%

Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect

Reber

Greifeneder

2016

Educational Psychologist

View full text Add to dashboard Cite

Processing fluency-the experienced ease with which a mental operation is performed-has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher-student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas, namely metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike. FLUENCY IN EDUCATION 3 In the last decades, school education systems in many countries have been inspired by central tenets of cognitive psychology. The symbolic mental processes examined by cognitive psychologists are often implicit to the way teaching and learning at school is conceptualized. An important branch of cognitive research deals with metacognition, that is, cognition about cognition, such as knowledge about cognitive processes, or strategies to monitor or control cognitive performance (Flavell, 1979). Metacognition further encompasses subjective experiences or feelings that arise when a mental operation is performed. Such metacognitive feelings include, for instance, feelings of knowing, feelings of familiarity, feelings of rightness, or feelings of coherence, that all depend on processing fluency (or just fluency; e.g.,

show abstract

Accents of Guilt?

Cited by 89 publications

References 11 publications

Voice as a Design Material

Voice as a Design Material

The socially weighted encoding of spoken words: a dual-route approach to speech perception

Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect

Contact Info

Product

Resources

About